Letter of the Day | Proactive approach to discipline in schools

THE EDITOR, Madam:

In recent years, there has been increasing concern about the level of indiscipline displayed in the schools. Some have even argued that it’s not that indiscipline has increased, it’s just that it’s become more visible. It is also understood that the problem behaviours are not limited to the school setting, and this affects learning.

In a 2020 article, David Salmon asserted that indiscipline in schools cannot be adequately addressed with reactive disciplinary measures such as corporal punishment, and I agree with him. If we are going to be effective in addressing indiscipline within our schools, then we must ensure that our disciplinary strategies are proactive.

For decades, we have been utilising reactive disciplinary approaches such as putting people out of the classroom, locking people outside the gate for what is considered “inappropriate grooming”, detention, suspension, etc.

However, I don’t think we have stopped to assess the effectiveness of these strategies. For example, do we believe that giving a person “in-school suspension” for missing a maths class that they are already underperforming in is an effective disciplinary strategy?

I’d like to admonish school administrators to consider the adaptation of proactive disciplinary strategies in our schools. Behavioural psychologist B. F. Skinner theorises that behaviours are dependent on their environment. This means that, if a positive environment is created, appropriate behaviours will follow.

Creating an environment that fosters positive behaviour necessitates that you set rules that are culturally and contextually relevant and directly related to teaching and learning. For example, is the type of haircut pertinent to teaching and learning?

To foster a more positive and productive school environment, disciplinary strategies must focus on prevention and guidance rather than punishment. Here are a few proactive disciplinary strategies that school administrators should consider:

Positive behaviour support: This system encourages desired behaviours through positive reinforcement.

Conflict resolution training: Providing students with the skills to handle disputes on their own can reduce incidents of violence and disruptive behaviour. Teaching negotiation, empathy, and active listening can transform how students engage with one another.

Culturally relevant rules and expectations: Ensure that school policies reflect the cultural norms and contexts of the students. If a rule does not contribute directly to academic success or personal development, it should be reassessed. For example, instead of strict dress code violations, schools might focus on whether a student is prepared to engage in learning.

It is important to note that these strategies may not completely eradicate indiscipline in our schools, nor that these interventions should be only implemented by our schools.

Implementing these strategies could significantly reduce the level of indiscipline in our schools. However, the response to indiscipline must be multi-sectoral, if we are going to be effective.

JAEMAR JOHNSON